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第四课黄山旅游一、课文（一）黄山旅游真开心10月1日上午8点，李明、大卫和玛丽乘坐出租车来到芜湖汽车站，经过4个多小时，他们到达黄山市。
他们选择住在华美达酒店，酒店的环境很好，干净而且整洁。
放下行李箱，他们休息了一会儿，然后他们坐车去屯溪老街。
在老街，他们尝到了黄山有名的臭鳜鱼和毛豆腐，除了这些以外，他们还吃了黄山烧饼，非常好吃。
他们一边吃一边玩，很高兴。
晚上8点，他们回到酒店休息。
10月2日早晨，他们6点30分起床，吃完早餐，每个人背了一个包，坐车来到了黄山市风景区汤口镇。
他们买好门票，准备爬山。
他们先坐缆车来到玉屏楼，然后一边爬山一边看风景，有迎客松、云海，之后到达了莲花峰、百步云梯、一线天、鳌云峰、天海、光明顶、飞来石、排云亭、西海、北海。
通过不断地努力，终于到达了顶点。
他们住在北海宾馆，爬山有些累，他们很早就睡觉了，打算第二天早起看日出。
10月3日，他们4点30分就起床了。
因为很早，所以有点儿冷。
他们一起向光明顶前进，找了一处坐下等待日出。
过了一会儿，东方先出现鱼肚白色，等了一会儿，太阳出现了，颜色是暗红色的。
突然，太阳好像经过了一次净化，变成了纯净的橘黄色。
光明逐走了黑暗，四周的一切都变得灿烂夺目，五光十色，真的是太美了！看日出结束后，他们来到始信峰。
因为天气比较好，他们看到了云海和朝霞，大自然的景色真是太迷人了！坐缆车下山后，他们回到酒店，带上行李箱和买给同学的礼物，坐车离开了黄山。
（二）虽然有一点儿累，但是非常快乐。
大卫和玛丽从黄山回来，将这次旅游的感受告诉他们的同学：吉米。
吉米：大卫、玛丽，你们回来啦！这次旅游怎么样啊？大卫：太开心了！我们吃了很多好吃的，还去爬山了。
吉米：爬山累吗？玛丽：虽然有一点儿累，但是非常快乐。
大卫：而且还看到了美丽的风景，迷人极了。
吉米：有哪些美丽的风景啊？大卫：有迎客松、百步云梯、一线天等。
我们还一起看日出。
吉米：看日出很早吧？大卫：是的。
虽然要早起，但是日出很漂亮。
UNIT AND LESSON TEMPLATE GUIDEIn order to facilitate a program to design curriculum, unit and lesson plans, the following diagram was developed to show the relationship between “Curriculum”, “Unit”, and “Lesson” as defined by STARTALK. Definitions of terms are included at the end of this document for additional reference.GLOSSARY OF TERMS1.Curriculum: An aggregate plan of study that maps out content, scope, sequence and levels of learning for a given subject matter. It outlines desired results regarding what a learner needs to know and be able to do upon reaching the end of the plan of study. This plan could span an entire degree program, a school year, a semester or academic term, a course, or a stand-alone program. In STARTALK, a curriculum refers to the program level plan of study.2.Unit: A thematic organizer of a subset of the curriculum to be completed in a specific period of time. In a unit, topics are related and learning activities are logically sequenced to achieve stated objectives. A unit usually consists of a series of lessons which include instruction, practice, application and assessment.3.Lesson: A building block of a unit that has clearly defined objectives to be achieved within a specified time frame. A lesson makes content accessible and should be designed and implemented in ways that are appropriate for students and reflect principles of second language acquisition.DescriptionEnd of Unit Performance Tasks (How can students demonstrate what they have learned in this unit?) What culminating performance tasks will provide evidence that students have achieved thestated learning objectives? Indicate how students will be assessed for each mode ofcommunication through interpretive, interpersonal and presentational performance tasks.End of Unit St andards, The 5 “C’s” (How can students demonstrate what they have learned inaddition to Communication, i.e. Culture, Comparisons, Connections & Communities?)Outline of Unit Lessons (The number of lessons will vary according to the timeframe for the unit theme. )Week 1Week 2Week 3Week 4Week 5。
